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Information Sheet: Teaching an autistic student

This information sheet is designed for teachers who are supporting autistic students in their classroom. It provides practical strategies that will help teachers to create an effective and supportive learning environ-ment. The strategies outlined in this sheet can support the learning of all students in your classroom.

Geƫting started

Start by gathering information about the autistic

student to understand how their autism may im-

pact their school experience. Learning more about

autism is important, but each autistic person is

unique and it is essential to think about this in con-

text.

Next, determine what additional supports the stu-

dent will require (e.g. an educational support

officer, allied health input, or specialised equip-

ment). If the student meets criteria, the school can

submit an application to the

Department of Education and Training for funding through the Program for Students with Disabilities, or

the equivalent for Catholic and Independent schools.

Try to establish a good relationship with the student’s parents/carers. The student will benefit from con-

sistency in their lives and this will require collaboration between parents and the school. Schedule regular

meetings with the parents and others such as the principal or deputy principal (this is called a Student

Support Group meeting or SSG). Consider using a communication book to keep everyone up to date.

Ask the student’s parents/carers if they would like you to tell classmates about the diagnosis. There are a

number of books for autistic children and young adults that offer tips for effective friendships. Contact the

Amaze Autism Advisors on 1300 308 699.

It is good to set up a professional support system which gives you access to knowledge and expertise of

other teaching staff and allied health professionals. Seek professional development where possible.

Phone: 1300 308 699

Email: [email protected]

amaze.org.au

Approved: 01/06/15

P1

Teaching an autistic student

Your aim is to help teach your student to be more flexible through small, planned changes. Similarly, tran-sitioning between activities can be difficult. A simple and effective strategy is to provide a countdown warning before the transition e.g. “Tom, 5 minutes’ writing; then maths”. A visual countdown timer will add extra support.

3. Meaningful communication: Autistic students will vary in their ability to communicate and un-derstand communication. Some will respond best to keywords only and others will understand more com-plex sentences. As autistic people may benefit from visual supports, alternative communication systems such as signs and picture cards can assist in getting your verbal message across. Use the student’s name and use positive and explicit language when giving instructions such as “Tom, walk on the footpath” in-stead of “hey, don’t walk on the grass”. As a general rule, keep your communication clear and concise.

4. Positive reinforcement: Autistic students benefit from explicit and immediate positive reinforce-ment. They may not respond to your regular reward system or to verbal praise. Find out what motivates your student. Focus your attention on rewarding positive behaviour and identifying your student’s strengths.

Key points for success

1. Structure: designated learning areas, clear

and consistent rules, timetables, checklists, and

structured activities will help provide a secure envi-

ronment that will improve your student’s task focus

and ability to transition between activities.

2. Predictability/Routine: autistic people like predictability and routine because they help pro-vide stability and security. Changes to routine can be difficult and should be introduced clearly with as much notice as possible.

5. Consistency: Ensure that all staff members are consistent in their approach and use of specific strategies with the student. This is particularly important for behaviour related strategies. Use your stu-dent’s Individual Learning Plan (ILP) as a plaƞ for sharing this information.

Teachers sometimes make the mistake of withdrawing strategies when the student is doing well. Be con-sistent at all times and do not remove or alter strategies without considering the effects. Even if a student appears to be doing well, the supports may still be necessary. Any change to supports or routines should only take place following careful planning.

Phone: 1300 308 699


amaze.org.au

Approved: 01/06/15

P2

Creating an autism-friendly classroom

Physical environment

Create designated learning areas that are clearly labelled and set up with relevant equipment.

Many autistic people have difficulty processing sensory information. Noise and visual stimuli can be dis-

tracting, resulting in frustration and off task behaviour. Minimise background noise and visual stimuli, in-

cluding wall and hanging displays. Consider allowing the student to use headphones or earmuffs at times.

Choose the student’s seating position carefully, thinking about access to equipment, who they will sit next

to, and ways to reduce visual distractions.

Provide a 'quiet space’ (such as the reading corner).

Display a class timetable and refer to it at each transition. Your student may prefer a smaller version at

their desk or a picture version where lessons/activities can be marked off when finished.

Learning environment

Your student should be working towards the same learning goals as other students, but activities may

need to be modified or presented differently to give them better access and support e.g. fewer words and

more visuals, templates for structure, clear start and finish points, use of an iPad or other assisted tech-

nology device.

Break activities into manageable and sequential steps.

Differentiate between independent activities (easy/manageable) and supported activities (difficult/new).

Incorporate your student’s favourite topic or special interest as a means of motivation.

Refer to your student’s ILP and incorporate opportunities for them to achieve these individual goals

throughout the school day/week.

Autistic people may have difficulty generalising skills. This means they may not automatically transfer

skills and information learned in one context to another context. The context includes the place (e.g.

home, classroom or playground), people (e.g. parent, regular teacher or casual teacher), and materials

(e.g. work book or iPad). You may need to reinforce or re-teach certain skills where relevant.

Your student may require ‘rest or reward breaks’ during or at the end of lessons, depending on their ability

to sustain attention and motivation. It is better to schedule these breaks beforehand, rather than waiting

for off task behaviour to occur.


Phone: 1300 308 699


amaze.org.au

Approved: 01/06/15

P3

Communication environment

Be sure you have your student’s attention before giving instructions or asking questions.

Allow time for information to be processed (your student may need thinking time before responding to

questions).

Use language that is simple, clear, and appropriate to your student’s ability.

Use gestures and modelling to help understanding.

Avoid giving mixed messages (often our non‐verbal cues and verbal cues do not match; this is confusing

for people on the spectrum).

Use Who, What, When, Where and How to establish context. These are also great question starters to

check your student’s level of understanding.

When checking if your student understands, ask them to rephrase instructions in their own words. Do not

assume your student has understood if they repeat the instruction word‐for‐word.

Autistic people may have difficulty with problem‐solving so your student may not spontaneously ask for

help when required. Teach them context‐ appropriate ways to ask for help. Some students may find it eas-

ier to use a visual cue such as a sign that hangs off their desk/ table edge. Teach your student that, even

after asking, they might need to ‘wait’ for your help as you might be busy. A student who finds it difficult to

‘wait’ should know what they can do while waiting (such as sit quietly and look at a book). Be vigilant if

your student uses a visual cue to ask for help, keeping them waiting too long may result in negative be-

haviour/loss of motivation.

Social‐emotional environment

Many autistic people experience anxiety. The way this presents in the classroom is often misinterpreted

as misbehaviour. The following examples can indicate distress: talking repetitively about the same topic,

repeatedly asking the same question for reassurance, an increase in repetitive motor movements like

spinning or hand‐flapping, complaining about tummy pain, or trying to block out the outside world (either

by withdrawing, or making enough noise to drown other things out). Be mindful of your student’s stress

indicators (parents/carers can help you identify these).

Autistic people can have difficulty managing their emotions and reading other people’s emotions. This can

result in inappropriate responses, which in a classroom setting can impact your student socially. Teach

your student how to identify and respond to common emotions. It may be necessary to seek support from

a psychologist or speech pathologist.


Phone: 1300 308 699


amaze.org.au

Approved: 01/06/15

P4

Social emotional environment continued

Autistic people may find social rules difficult to understand. Support your student in making and sustaining

friendships. Whole class lessons about friendship and role playing common social situations are helpful.

Recess can be a difficult time for autistic students due to the core difficulties of social interaction and sen-

sory processing. They may be unsure of how to join a game and how to follow the rules. They may also

have trouble with all the chaos, noise and movement in the schoolyard. Structuring recess into part sup-

ported social play and part independent play/rest can reduce uncertainty and anxiety. You may like to of-

fer a choice of activities and play partners (using a visual choice board) for your student to choose from

before each recess. This is also a great strategy for ensuring your student tries a range of activities and

plays with different students.

‘Check in’ with your student after recess. Allowing time to discuss experiences (both positive and nega-

tive) will mean your student is less likely to dwell on them throughout the day. It also highlights potential

teaching opportunities. This is useful for all students so why not try a whole class debrief after recess?


Phone: 1300 308 699


amaze.org.au

Approved: 01/06/15

P5

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